To date, the knowledge and use of ICT (Information and Communication Technologies) has become an almost essential requirement when someone wants to find employment in our society. For this reason, this study aims to analyze the importance that students of the Faculty of Business Studies and Tourism of the University of Huelva (Spain) give to the acquisition of ICT skills for their future professional performance and the domain they have over them (achieved throughout their years of learning). This research is developed through a questionnaire completed by 90 students of the Faculty and concludes that in general they give these ICT skills the importance that they deserve and that their domain goes in parallel (except for some skills that show formative need), even being able to observe that in the majority of cases the dominion of these skills is tied to the importance that they give them.

Many factors can influence decision-making, and if you wish to know which are the most influential factors in a decision, they must be classified by their degrees of influence. This study seeks to determine the most influential factors in the decision of hotels to accept and implement the Internet of Things in their services through a literary review and a causal study carried out on experts in technology and hotels. The methodology involves the use of fuzzy cognitive maps and the FCMappers tool. The results obtained show that the following factors are among the most influential (in order of relevance): the perceived reliability of the technology, the relative advantage it gives, the level of top management support, compatibility, customer pressure, information systems provider support, security, business partner pressure, characteristics of the leader or manager, government pressure or incentives, pressure from competitors, technological organizational readiness, complexity, size of the company, and the perceived cost.

Between two possible practices when supervising a remote synchronous evaluation, during the COVID-19 pandemic, the majority of Spanish universities opted for the use of videoconferences with audio and active video, instead of implementing e-proctoring. Thus, in order to analyze the reasons for this non-implementation and take measures so that its use can be extended in the Spanish university system, this study focused on identifying the critical factors in the decision of Spanish universities to accept and implement e-proctoring as a method of remote supervision. For this, a causal study was carried out using the methodology of fuzzy cognitive maps, and the data obtained were processed through the FCMappers tool. This allowed a glimpse of the key role played by students in this non-implementation (who alleged the non-possibility of having the resources necessary for the use of e-proctoring and the violation of privacy that the use of this tool entailed) and highlighted the role of the “pressure or incentives from government” factor if these allegations are to be eliminated and if e-proctoring is to be implemented in Spanish universities.

La metodología de los Mapas Cognitivos Difusos (MCD) es una de las más relevantes en el estudio del conocimiento y, probablemente, una de las más utilizadas en los últimos tiempos por los investigadores en sus estudios y proyectos. Este artículo analiza a través de una revisión bibliográfica por las principales bases de datos científicas, el uso de esta herramienta en la investigación científica y su aplicación en las ciencias sociales, además de aportar referencias históricas al respecto. Muestra las principales características de la metodología, sus posibilidades y limitaciones, sus diferencias con su antecesor (los Mapas Cognitivos), las fases operativas para su aplicación y las diferentes formas de captación de información. Además de demostrar la idoneidad de su aplicación en el ámbito de las ciencias sociales y estudiar sus mayores problemáticas, la identificación de los conceptos involucrados dentro del sistema a estudiar, la selección de expertos y los coeficientes o pesos de los conocimientos de cada uno de estos, ofreciendo sugerencias y aportaciones para una correcta identificación de los conceptos involucrados, una correcta selección de estos expertos y una correcta cuantificación de sus coeficientes de “conocimiento experto”.

Many of the tools used for virtual teaching during the pandemic had not been used previously, but they could continue to be used when traditional teaching returns. For this reason, this study focused on locating the key motivational factors for the possible continuation of the use of one of these tools, videoconferencing, to carry out tutorials in Spanish universities as a complement to face-to-face tutorials. For this, a literary review was conducted to obtain a list of motivational factors that may influence teachers to continuing using it, and a causal study was performed with university professors (through fuzzy cognitive maps) to identify the causal relationships among these factors and classify them by their relevance in making a decision. The most influential factors are intention, attitude and perceived compatibility with how tutorials are given, and the negative factors include quality management and trust.

The virtualization of university teaching in Spain caused by the pandemic was a success, but the urgent nature of the transition from face-to-face teaching to online teaching meant that some peculiarities that should have been taken into account were omitted. Thus, in order to find out and analyze the factors causing the success of this virtualization and take measures to address the weak points of this process as teachers may want to maintain the use of online teaching as support for their face-to-face teaching, these factors were located through a literature review and were classified according to their level of importance in this success through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved indicated the determining factors in students, involving their attitude, aptitude and predisposition, which are factors where the work of the teacher is of main relevance (as it exerts the greatest influence on these factors). For this reason, technological attitude and aptitude, teaching style, and the creation and structuring of content should be reinforced in teachers.